The causes and effects of learnersdropout at the selected secondary schools in Ngaka Modiri Molema District of North-West Province

Abstract

The aim of this study was to investigate the causes and effects of learner dropout in four selected secondary schools in Ngaka Modiri Molema district of North-West Province and to come with suggestions on how to control this dropout problem. This study examined factors influencing learners to dropout and how these learners are affected by their actions of leaving school before they graduate from school. The researcher used a qualitative research method, using the semi-structured interviews, focus group, observation and document analysis to find out the reasons and contributing factors that led learners to drop out of school. The researcher made use of the purposive sampling because it is relevant and accurate sampling method for participants to narrate the stories. In purposive sampling, the researcher wanted rich information from participants who could express themselves about the experience of dropping out of school. The respondents in the research study were 32 learners and 16 teachers both from the four secondary schools, and 16 parents of the learners who were sampled in this study. The four secondary schools are situated in the Dinokana village in Ngaka Modiri Molema district. The research data found a number of factors within families, within schools, within communities that affected learners to drop out or graduate from secondary school. These factors were: Family-child relationship, absenteeism, family problems, economic impossibilities, view of education, teacher-learner relationship, in-class behaviours of teachers, school structure, negative school atmosphere, adaptation to school and individual reasons.

These factors were complex issues that should be handled with great care by skilled and professional people. As learners spent most of their entire time in the school environment, teachers have become role-models and inspirations to assist learners to alleviate their problems. It was important that learners with social and academic problems should get professional help at an early stage. The teachers who were, due to the situation they found themselves in, were obliged to help these learners, were not well-equipped to give the necessary assistance. Suggestions and recommendations were adopted to alleviate the situation.